INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Digital Game-Based Learning to Reduce Mathematics Anxiety
Nor Kamariah Binti Kasmin@Bajuri1,*, Muhammad Arif Amirun Bin Baharuddin2, Ilyas Iskandar Bin
Jumarin2, Syed Muhammad Harith Bin Wan Ibrahim2
1 Faculty of Computer and Mathematical Sciences, Universiti Teknologi Mara, Johor Branch, Pasir
Gudang Campus, 81750 Masai, Johor, Malaysia
2Faculty of Mechanical Engineering, Universiti Teknologi Mara, Johor Branch, Pasir Gudang Campus,
81750 Masai, Johor, Malaysia
DOI: https://doi.org/10.51244/IJRSI.2025.1210000068
Received: 10 September 2025; Accepted: 16 September 2025; Published: 03 November 2025
ABSTRACT
Mathematics anxiety is a persistent challenge among engineering students, often hindering motivation,
retention, and performance in Calculus, particularly in the topic of differentiation. This study introduces an
innovative digital game-based learning (DGBL) approach using Canva to address these issues by fostering
engagement and active participation. Unlike traditional lecture-based methods that may contribute to passive
learning and heightened anxiety, this interactive platform incorporates clickable elements, drag-and-drop
activities, and visual guides that support hands-on practice and deeper conceptual understanding. The games
are designed to be flexible for blended, flipped, or independent learning, and can be easily accessed via QR
codes or online platforms. Early implementation involving undergraduate students demonstrated positive
outcomes, with evidence suggesting that integrating DGBL alleviates mathematics anxiety, improves attitudes
toward Calculus, and strengthens mastery of differentiation. This initiative aligns with Malaysia’s SDG Goal 4
on Quality Education by promoting inclusive, technology-enhanced learning and supports the National
Philosophy of Education’s goal of developing confident, intellectually capable individuals. Overall, the project
demonstrates that digital game-based learning can transform traditional mathematics instruction into an
engaging, student-centered experience that reduces psychological barriers and enhances STEM learning
outcomes.
Keywords: mathematics anxiety, interactive learning, digital game-based learning, STEM Innovation
INTRODUCTION
Calculus, particularly topics such as differentiation and integration, is widely perceived as abstract, complex,
and intimidating by students. Global studies report that over half of students experience difficulty in grasping
Calculus concepts, with a significant proportion facing mathematics anxiety that negatively affects academic
performance (Soni & Kumari, 2017; Wang et al., 2022). Mathematics anxiety not only reduces motivation and
confidence but also contributes to avoidance behaviors, thereby compounding poor achievement in STEM-
related courses.
In Malaysia, research similarly reveals that tertiary students experience moderate to high levels of math
anxiety, leading to decreased classroom participation and problem-solving ability (Gopal et al., 2020). To
address these challenges, this study integrates a set of Canva-based interactive educational games designed to
reduce mathematics anxiety and enhance understanding. Theoretical and empirical studies affirm that digital
game-based learning fosters motivation, lowers anxiety, and improves problem-solving through interactive
and hands-on practice (Ibrahim & Jaafar, 2023; Zhang et al., 2023). This research explores both cognitive and
affective benefits of DGBL for Calculus instruction.
Research Questions
1. Does the integration of Digital Game-Based Learning (DGBL) significantly reduce mathematics anxiety
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 785 www.rsisinternational.org
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among undergraduate engineering students?
2. How does DGBL impact students’ conceptual understanding and problem-solving skills in differentiation?
3. What are students’ perceptions and attitudes toward the use of Canva-based educational games in their
learning process?
Hypotheses
H₀ (Null Hypothesis): There is no significant reduction in mathematics anxiety among students after the
implementation of DGBL.
H₁ (Alternative Hypothesis): There is a significant reduction in mathematics anxiety among students after the
implementation of DGBL.
Objectives
This project aims to integrate DGBL through Canva as an innovative approach to enhance the teaching and
learning of Calculus, specifically in differentiation. It seeks to improve student engagement, strengthen
conceptual understanding, and develop problem-solving skills while simultaneously reducing mathematics
anxiety. Additionally, the project aligns with the lecturer performance evaluation system (e.g., PROPENS),
which emphasizes student-centered, technology-enhanced, and multimedia-based teaching practices.
LITERATURE REVIEW
Theoretical Perspectives. Game-based learning draws upon constructivist learning theory, where knowledge
is actively constructed through interaction, problem-solving, and reflection. In mathematics education,
constructivism underpins the design of interactive tasks that encourage deeper engagement (Lee et al., 2016).
Moreover, cognitive load theory suggests that carefully designed digital interfaces reduce extraneous load and
help students focus on essential problem-solving processes.
Practical Evidence. Numerous empirical studies highlight the effectiveness of DGBL in reducing math
anxiety and improving learning outcomes. A meta-analysis by Zhang et al. (2023) reported that digital games
in STEM education yield substantial learning gains compared to traditional methods. Similarly, Pan et al.
(2021) found that 84% of studies involving game-based mathematics learning reported increased motivation
and engagement. In Malaysia, Ibrahim and Jaafar (2023) demonstrated that gamification reduced mathematics
anxiety among students by providing a non-threatening environment for practice. Together, these studies
confirm the promise of DGBL as both a cognitive and affective intervention.
METHODOLOGY
This project introduces an innovation in the form of interactive educational games developed using Canva. It
designed to enhance students’ understanding of Calculus particularly differentiation skill through a structured
and student-centred approach. The development process involved five key phases, each aligned with
educational theory and informed by findings from recent research. Controlled lab experiment with
undergraduate Calculus students found that game-based learning significantly improved conceptual
understanding over quiz-based practice (Lee et al., 2016). These findings strongly support the design rationale
of this innovation, particularly its ability to reduce mathematics anxiety and promote active engagement
(Nadeem et al., 2023; Wang et al., 2022).
In Phase 1, the core concepts in differentiation were identified based on curriculum standards and known
learning difficulties reported by students in both local and international contexts (Soni & Kumari, 2017). These
concepts served as the foundation for game content development, ensuring curriculum alignment and topic
relevance. Phase 2 focused on designing problem-solving activities within Canva, applying principles from
constructivist learning theory to encourage deeper engagement. Previous studies, such as by Gopal et al.
(2020), used the Mathematics Motivation and Anxiety Questionnaire (MMAQ) to assess students' anxiety and
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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motivation levels in similar settings. This tools which informed the design intent to reduce affective barriers
and improve learning experiences.
In Phase 3, the games were enhanced with interactive elements including clickable options, drag-and-drop
functionality, and visual guidance. These features increase interactivity and reduce cognitive load by providing
scaffolded, hands-on learning. Similar game-based learning environments have been evaluated using tools like
the Game-Based Learning Evaluation Tool (GBLET), as referenced in studies by Ibrahim and Jaafar (2023),
who reported increased motivation and reduced anxiety when such digital tools were used. Phase 4 involved
pilot testing in tutorial and lab sessions. Students participated in pre-test and post-test adapted from validated
achievement-based assessments, and feedback was gathered through a simplified version of the Mathematics
Attitudes and Perceptions Survey (MAPS). The implementation confirmed the games' potential in improving
engagement, problem-solving confidence, and participation.
Finally, in Phase 5, findings were analysed and discussed, culminating in the production of an extended
abstract for knowledge dissemination. The analysis showed early indications of positive impact on student
motivation, understanding, and reduced anxiety particularly highlighting the usefulness and practicality of this
innovation. The Canva-based games are highly practical for classroom and digital learning environments. They
can be embedded in blended learning models, shared via LMS platforms or QR codes, and customized for
different learning levels. The visual, game-like structure aligns well with the learning preferences of
Generation Z, and the format supports inclusive, flexible, and engaging instruction. The design and
development of this project are shown in Fig. 1 below.
Fig. 1 Flowchart for Calculus Mastery Quest.
Digitalgame-Based Learning (Dgbl)
Digital Game-Based Learning (DGBL) refers to the use of digital games as instructional tools that incorporate
educational content with game elements such as problem-solving tasks, interactivity, and immediate feedback.
This approach promotes active, student-centred learning and is particularly effective in abstract or complex
subjects like mathematics and science. Recent research supports the effectiveness of DGBL in improving both
cognitive and affective learning outcomes. A large-scale meta-analysis by Zhang et al. (2023) found that
digital games in STEM education produced a medium to large effect size (g ≈ 0.62) compared to traditional
methods, indicating substantial learning gains. Similarly, Anggoro et al. (2025) reported that game-based
learning had a positive, statistically significant effect (g ≈ 0.13) on students’ higher-order thinking skills
(HOTS), such as critical thinking, reasoning, and problem-solving in mathematics.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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In addition to cognitive benefits, DGBL also helps address affective barriers like mathematics anxiety and
disengagement. A systematic review by Pan, Ke, and Xu (2021) revealed that 54% of studies on game-based
learning in mathematics measured affective outcomes, and among those, 84% reported improvements in
student motivation, engagement, and enjoyment. These findings highlight that DGBL is not only a practical
and scalable instructional approach, but also a powerful tool for supporting both conceptual understanding and
emotional well-being in learners. Some example of interfaces of DGBL using Canva are shown in Fig. 2-4
below.
Fig. 2 Main interface of the DBGL
Fig. 3 There are three level of the DBGL: beginner, intermediate and mastery
Fig. 4 Examples of question in the DBGL
RESULT
This section presents the results of a statistical analysis conducted to evaluate whether Digital Game-Based
Learning (DGBL) which known as Calculus Mastery Quest effectively reduces mathematics anxiety among
students enrolled in Calculus courses. Anxiety scores were recorded before and after implementing DGBL
using a standardized scale between 0 and 100, with higher scores indicating more anxiety. The sample
consisted of 30 undergraduate students in the Faculty of Mechanical Engineering. The instruments used to
measure the math anxiety level and math motivation is Mathematics Motivation and Anxiety Questionnaire
(MMAQ). Students' anxiety scores were grouped into intervals (class ranges of 10 points), and the frequency
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 788 www.rsisinternational.org
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of students falling within each interval was calculated. The data is divided into two categories: (1) Before
DGBL Intervention: Students’ math anxiety levels were measured prior to implementing Digital Game-Based
Learning activities. Data involving students' anxiety scores shown in Table 1. (2) After DGBL Intervention:
The same students’ anxiety levels were measured after participating in interactive game-based Calculus
learning sessions using Canva. Data involving students' anxiety scores shown in Table 2.
This side-by-side comparison allows us to observe how the distribution of anxiety scores shifted after the
intervention.
Table 1: Students’ anxiety score before DGBL intervention
Score Range Frequency
40-50 0
51-60 6
61-70 12
71-80 9
81-90 3
Table 2: Students’ anxiety score after DGBL intervention
Score Range Frequency
40-50 10
51-60 12
61-70 7
71-80 1
81-90 0
Prior to the DGBL intervention, the majority of students had moderate to high anxiety, mostly in the 61–80
range. After introducing DGBL activities, most scores shifted toward lower ranges (40–60), indicating a
reduction in reported anxiety levels. To support the findings, this study applies descriptive statistical analysis.
It provides a summary of the data by highlighting measures of central tendency (mean, median, mode) and
variability (variance and standard deviation) which shown in Table 3. This analysis helps compare students’
anxiety levels before and after the DGBL intervention, identify shifts in patterns, and determine whether the
game-based approach produced a meaningful impact on their learning experience.
Table 3: Descriptive statistics before and after DGBL intervention
Statistic Before DGBL After DGBL
Mean 68.12 53.79
Median 67.66 54.35
Mode 50.87 35.40
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Variance 81.00 86.70
Standard
Deviation
9.00 9.31
The mean anxiety score dropped by 14.33 points, from 68.12 to 53.79, after the intervention. The median and
mode also decreased, supporting the conclusion that most students experienced lower anxiety. Variability
remained consistent, indicating a broad but improved impact across students. To statistically verify the
effectiveness of DGBL in reducing anxiety, a one-sample t-test was performed. It tested whether the mean
post-DGBL anxiety score was significantly lower than the threshold score of 60. This study tests the
hypothesis that the mean post-DGBL anxiety score is significantly less than 60, where the null hypothesis (H₀)
states that μ ≥ 60 (DGBL does not reduce anxiety), and the alternative hypothesis (H₁) states that μ < 60
(DGBL reduces anxiety). After run the test, the result �� = −3.65 and p-value0.0005. therefore, reject H₀. It
can concluded that there is strong statistical evidence that DGBL significantly reduces mathematics
anxiety among students in Calculus courses where.
In conclusion in this research we divide into three aspects which are descriptive statistics, inferential analysis
and student feedback. In descriptive statistics aspect, the mean mathematics anxiety score decreased from
68.12 before the intervention to 53.79 after. The median and mode also declined, indicating consistent
reductions across the cohort. Then, in inferential analysis, a one-sample t-test was conducted to test whether
the mean post-intervention score was significantly below 60. Results confirmed a statistically significant
reduction (p < .01), leading to the rejection of the null hypothesis. This provides strong evidence that DGBL
significantly reduces mathematics anxiety among students. Last, as student feedback, the survey responses
indicated that students found the Canva-based games engaging, less intimidating than traditional problem sets,
and useful for understanding differentiation concepts. Many reported increased confidence and willingness to
attempt more challenging problems.
The findings of this study reinforce the effectiveness of DGBL as both a cognitive and affective intervention.
The statistically significant reduction in anxiety levels demonstrates that digital tools can mitigate
psychological barriers that hinder learning. This aligns with previous studies (Pan et al., 2021; Zhang et al.,
2023), which reported improvements in both motivation and achievement when students engaged in game-
based environments.
The reduction in anxiety is particularly important in STEM education, where negative emotions often
discourage students from pursuing further studies. By embedding interactivity and visual aids, Canva-based
games provided low-pressure practice that improved confidence. This supports Ibrahim and Jaafar’s (2023)
findings on the role of gamification in reducing anxiety among Malaysian students. Moreover, improvements
in problem-solving and conceptual understanding affirm that DGBL is not merely a motivational tool but also
an effective pedagogical strategy.
CONCLUSIONS
This study provides strong evidence that Digital Game-Based Learning (DGBL) significantly reduces
mathematics anxiety and enhances engagement in Calculus learning. The rejection of the null hypothesis
confirms DGBL as an innovative pedagogical approach that supports both cognitive and affective outcomes.
By incorporating interactive Canva-based games, students demonstrated improved conceptual understanding,
greater confidence, and reduced psychological barriers, aligning with national and global goals for inclusive
and student-centered education.
Despite these positive outcomes, several limitations must be acknowledged. The relatively small sample size
(n = 30), the single-institution context, and reliance on self-reported measures limit the generalizability of the
findings. Furthermore, the study only examined short-term effects, leaving questions about long-term
knowledge retention and sustained reductions in mathematics anxiety unanswered. These constraints highlight
the need for careful interpretation and future replication in broader settings.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Nevertheless, the findings carry important implications for practice and research. For educators, DGBL offers
a scalable, accessible tool to reduce anxiety and strengthen mastery of challenging topics like differentiation.
For institutions, its integration can advance goals related to student-centered learning, technology-driven
innovation, and alignment with SDG Goal 4 on Quality Education. For future research, larger and more diverse
samples, alternative digital learning tools, and longitudinal designs are recommended to deepen understanding
of DGBL’s impact. Overall, this study demonstrates that while limitations exist, DGBL holds considerable
potential to transform mathematics instruction into a more engaging, effective, and inclusive learning
experience.
ACKNOWLEDGMENT
The authors express their gratitude for the strong support of Universiti Teknologi MARA (UiTM), Johor
Branch, Pasir Gudang Campus in conducting this research.
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